Agricultural Science Teachers' Perceptions of Online Curriculum Resources in Agricultural Education
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The purpose of this study was to determine the perceptions of agricultural science teachers’ use of online curriculum resources in regard to planning time, time management, classroom management, content knowledge, home and work life balance, and teacher stress. This descriptive study was conducted in the state of Texas using a population census of agricultural science teachers who were Instructional Material Services (IMS) Online subscribers. A response rate of 47.6% was achieved (N = 290, n = 138). The respondents completed an online survey using the Qualtrics™ system. The survey included 32 Likert scale items, as well as demographic items. We conducted a pilot test using a panel of experts that included the out of state users of Instructional Material Services online system and pre-service teachers to establish reliability. Reliability was analyzed and calculated for the pilot study and a Cronbach’s Alpha of a = .75 was obtained. Additionally, post hoc reliability was calculated, resulting in a reliability of a = .73. The instrument contained 32 Likert scale items that allowed participants to rank their level of agreement with online curriculum on a scale of one (Strongly disagree) to four (Strongly agree). These Likert scale statements addressed how online curriculum effects agricultural science teachers’ planning time, content knowledge, time management, classroom management, teacher stress, and home and work life balance. The findings of this study included demographic data, self-efficacy in Agricultural Food and Natural Resource pathways, descriptive characteristics, perceptions of online curriculum resources regarding the different factors the impact agricultural science teachers, listed previously. In this study 34.1% of the population had taught 0-5 years and 23.9% had taught more than twenty years. When asked to rank their stress on an average day we found that 61.6% of these teachers reported classroom instruction causing the most stress by either ranking it first, second, or third. Findings showed that online curriculum resources has aided in the improvement of planning time, time management, classroom management, content knowledge, and has also somewhat improved home and work life balance for these agricultural science teachers in the state of Texas.
Instructional Material Services
Work life balance
agricultural science teacher
supervised agricultural experience
Rutherford, Vanessa (2014). Agricultural Science Teachers' Perceptions of Online Curriculum Resources in Agricultural Education. Master's thesis, Texas A & M University. Available electronically from